Effective Leaders Example

Effective Leaders Example Effective Leaders – Coursework Example EFFECTIVE LEADERS Certainly, a leader is identified by the kind of leadership qualities and skills he or she possess (Pavela, 2007). This identification also goes a long way to determine whether or not the leader would be a good leader. Personally, I have come across several leaders who have exhibited different skills, characteristics and qualities but one leader who is worth mentioning is my immediate head of human resource, whose leadership skills and qualities makes him nothing short of an effective leader. Three of these qualities that easily come up for discussion are integrity, openness and fairness. As a leader, he demonstrates integrity by proving beyond reasonable doubt that he is a leader we can trust to combine outward actions with inner values (Shu, Gino and Bazerman, 2011). By this, he shows trustworthiness by submitting himself to audit and checks and makes sure he leads by example. Again, as an open leader, he does nothing to show that he possesses all the knowledge ne eded to carry the work through (Roig and Caso, 2006). Rather, he opens himself up for suggestions to be made to him and practices the participatory style of leadership. At no point in time has he rubbished any suggestions and decisions that have come from his subordinates. At worse, he would sit down with subordinates and explain to them why their suggestions cannot be implemented in the immediate terms. Finally, the leader shows fairness by taking firm decision on sanctions and rewards. When the need for people to be penalized arises, he shows no favoritism and does not compromise on justice at all (Rabi et al, 2006). The same is true for hardworking employees who deserve commendation. In short, the kind of skills and qualities that the leader exhibits has contributed to making him a great leader and the organization as well.REFERENCE LISTPavela, G. (1997). Applying the power of association on campus: A model code of academic integrity. Journal of College and University Law, 24(1), 97-118. Rabi, S., Patton, L., Fjortoft, N., & Zgarrick, D. P. (2006). Characteristics, prevalence, attitudes, and perceptions of academic dishonesty among pharmacy students. American Journal of Pharmaceutical Education. 70, 73-83. Roig, M., & Caso, M. (2006). Lying and cheating: Fraudulent excuse making, cheating, and plagiarism. The Journal of Psychology. 139, 485-494.Shu, L., Gino, F., & Bazerman, M. (2011). Dishonest deed, clear conscience: When cheating leads to moral disengagement and motivated forgetting. Personality and Social Psychology Bulletin.37 (3), 330-349. DOI: 10.1177/0146167211398138

Scribing for Children With Writing Problems

Scribing for Children With Writing Problems Scribing is an accommodation  for children who have difficulty with writing. When scribing is included in a students specially designed instruction,  the teacher or a teachers aide will write the students responses to a test or other evaluation as the student dictates. Students who are able to participate in all other ways in the general education curriculum may need support when it comes to providing evidence that they have learned the content of a subject area, such as science or social studies. These students may have fine motor or other deficits that may make it difficult to write, even though they can learn and understand the material. Importance Scribing may be especially important when it comes to doing your states high stakes annual evaluation. If a child is required to write an explanation of the process for solving a math problem or the answer to a social studies or science question, scribing is permitted, since you are not measuring a childs ability to write but her understanding of the underlying content or process.  Scribing is not, however, permitted for English language arts assessments, since writing is specifically the skill that is being assessed.   Scribing, like many other accommodations, is included in the IEP.  Accommodations are permitted for both  IEP  and  504  students since the support of an aide or teacher on content area testing do not detract from a students ability to provide evidence of proficiency in a subject that is not specifically reading or writing. Scribing as an Accommodation As noted, scribing is an accommodation, as opposed to a modification of curriculum. With a modification, a student with a diagnosed disability is given a different curriculum than his same-age peers. For example, if students in a class have an assignment to write a two-page paper on a given subject, a student given a modification might only write two sentences. With an accommodation, the student with a disability does exactly the same work as her peers, but the conditions of completing that work are changed. An accommodation may involve extra time given for taking a test or allowing the student to take an exam in a different setting, such as a quiet, unoccupied room. When using scribing as an accommodation, the student speaks his answers verbally and an assistant or teacher writes those responses, without giving any extra prompting or help. Some examples of scribing might be: When Angela took the state educational test, the teachers aide scribed her responses to the written math sections.While the students in a science class wrote a three-paragraph essay about the  first dinosaurs, Joe dictated his essay as the teacher scribed his responses.While students in the sixth-grade class solved  math word problems  on rate, time, and distance, and listed their answers in the blank spaces on a worksheet, Tim dictated his answers to the teachers aide, who then wrote Tims solutions on the worksheet. While it may seem like scribing provides an extra- and perhaps unfair- advantage for special needs students, this particular strategy can mean the difference between enabling the student to participate in general education and segregating the student into a separate classroom, depriving him of opportunities to socialize and participate in mainstream education.